Richland Parish School Board – Superintendent: Sheldon Jones



Scope of lesson plan:Lessons 1-5Teacher name:Grade:4Subject: mathPeriod(s) this lesson will be taught: MONDAYEngageNY module #/ lesson # / lesson titleModule 1 / Lesson 1: Interpret a multiplication equation as a comparison.Long-term Targets:(Common Core standards addressed)4.NBT.1 Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division.4.NBT.2 Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.Supporting target(s)(These are daily targets. What will students know and be able to do as a result of this lesson?)Interpret a multiplication equation as a comparison.Agenda(Activities / Tasks)1. Opening A. Fluency Practice (13 minutes)2. Work Time (40 minutes)A. Application Problem B. Concept Development 3. Closing and AssessmentA. Student Debrief (7 minutes)B. Exit Ticket Resources/ Materials:(What texts, digital resources, & materials will be used in this lesson?)Multiply and Divide by 10 SprintPersonal white boardsplace value chartBase ten disks: ones, tens, hundreds, and thousandsWorksheetsExit ticketRelevance/Rationale:(How do the strategies employed meet students’ needs?)Fluency 1: Reviewing this fluency will acclimate students to the Sprint routine, a vital component of the fluency program. Fluency 2: Reviewing and practicing place value skills in isolation will prepare students for success in multiplying different place value units during the lesson.Application Problem: As the first lesson of the year, this application problem reviews area and perimeter, multiplication, and addition—all important concepts from Grade 3. This problem can be extended after the Concept Development by asking students to find an area 10 times as much as the grass sod, or to find a perimeter 10 times as wide and 10 times as long.TUESDAYEngageNY module #/ lesson # / lesson titleModule 1 / Lesson 2: Recognize a digit represents 10 times the value of what it represents in the place to its right.Long-term Targets:(Common Core standards addressed)4.NBT.1 Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division.4.NBT.2 Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.Supporting target(s)(These are daily targets. What will students know and be able to do as a result of this lesson?)Recognize a digit represents 10 times the value of what it represents in the place to its right.Agenda(Activities / Tasks)1. OpeningA. Fluency Practice (12 minutes) 2. Work Time (39 minutes)A. Application Problem B. Concept Development C. Problems 1-4D. Problem Set3. Closing and Assessment (9 minutes)A. Student Debrief B. Exit ticketResources/ Materials:(What texts, digital resources, & materials will be used in this lesson?)Personal white boards with a place value chart to thousandsWorksheetsExit ticketRelevance/Rationale:(How do the strategies employed meet students’ needs?)Fluency 1: Practicing skip-counting on the number line builds a foundation for accessing higher order concepts throughout the year.Fluency 2: Reviewing and practicing place value skills in isolation will prepare students for success in multiplying different place value units during the lesson.Fluency 3: This fluency will review concepts learned in Lesson 1.Application Problem: This application problem builds on the concept from the previous lesson of 10 times as many.WEDNESDAYEngageNY module #/ lesson # / lesson titleModule 1 / Lesson 3: Name numbers within 1 million by building understanding of the place value chart and placement of commas for naming base thousand units.Long-term Targets:(Common Core standards addressed)4.NBT.1 Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division.4.NBT.2 Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.Supporting target(s)(These are daily targets. What will students know and be able to do as a result of this lesson?)Name numbers within 1 million by building understanding of the place value chart and placement of commas for naming base thousand units.Reviewing and practicing place value skills in isolation will prepare students for success in writing multi-digit numbers in expanded formThis fluency will prepare students for success in writing multi-digit numbers in expanded form.Agenda(Activities / Tasks)1. OpeningA. Fluency Practice (15 minutes) 2. Work Time ( 38 minutes)A. Application Problem B. Concept Development C. Problems 1-3D. Problem Set3. Closing and Assessment (7 minutes)A. Student Debrief B. Exit ticketResources/ Materials:(What texts, digital resources, & materials will be used in this lesson?)Multiply by 3 SprintPersonal white boards with million-place value chart outline templateWorksheetsExit ticketRelevance/Rationale:(How do the strategies employed meet students’ needs?)Fluency 1: This fluency will review a foundational third grade standard that will help students learn standard 4.NBT.5.Fluency 2: Reviewing and practicing place value skills in isolation will prepare students for success in multiplying different place value units during the lesson.Fluency 3: This fluency will bolster students’ place value proficiency while reviewing multiplication concepts learned in Lessons 1 and 2.Application Problem: This application problem builds on the concept from the previous lesson of determining 10 times as much as a number.Concept Development: Students will go beyond the 4.NBT standard of using numbers less than or equal to 1 million to establish a pattern within the base ten units.THURSDAYEngageNY module #/ lesson # / lesson titleModule 1 / Lesson 4: Read and write multi-digit numbers using base ten numerals, number names, and expanded form.Long-term Targets:(Common Core standards addressed)4.NBT.1 Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division.4.NBT.2 Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.Supporting target(s)(These are daily targets. What will students know and be able to do as a result of this lesson?)Read and write multi-digit numbers using base ten numerals, number names, and expanded form.This fluency will prepare students for success in writing multi-digit numbers in expanded form.Agenda(Activities / Tasks)1. OpeningA. Fluency Practice (13 minutes) 2. Work Time (32 minutes)A. Application Problem B. Concept Development C. Problems 1-3D. Problem Set3. Closing and Assessment (15 minutes)A. Student Debrief B. Exit ticketResources/ Materials:(What texts, digital resources, & materials will be used in this lesson?)Personal white boardsplace value chart to the hundred thousandsplace value chart to the millionsWorksheetsExit ticketRelevance/Rationale:(How do the strategies employed meet students’ needs?)Fluency 1: Practicing skip-counting on the number line builds a foundation for accessing higher order concepts throughout the year.Fluency 2: Reviewing and practicing place value skills in isolation will prepare students for success in writing multi-digit numbers in expanded formFluency 3: This fluency will prepare students for success in writing multi-digit numbers in expanded formApplication Problem: This application problem builds on the content of the previous lesson, requiring students to name base thousand units. It also builds from 3.NBT.2 (fluently add and subtract within 1000). FRIDAYEngageNY module #/ lesson # / lesson titleModule 1 / Lesson 5: Compare numbers based on meanings of the digits, using >,<, or = to record the comparison.Long-term Targets:(Common Core standards addressed)4.NBT.2 Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.Supporting target(s)(These are daily targets. What will students know and be able to do as a result of this lesson?)Compare numbers based on meanings of the digits, using >, <, or = to record the comparison.Agenda(Activities / Tasks)1. OpeningA. Fluency Practice (14 minutes) 2. Work Time (36 minutes)A. Application Problem B. Concept Development C. Problems 1-4D. Problem Set3. Closing and Assessment (10 minutes)A. Student Debrief B. Exit ticketResources/ Materials:(What texts, digital resources, & materials will be used in this lesson?)Multiply by 4 SprintPlace value boards and markers (or place value disks)WorksheetsExit ticketRelevance/Rationale:(How do the strategies employed meet students’ needs?)Fluency 1: This fluency will review a foundational third grade standard that will help students learn standard 4.NBT.5.Fluency 2: This fluency will apply skip-counting fluency that was built during the first four lessons and apply it to the multiplying by ten lessons.Fluency 3: Reviewing and practicing place value skills in isolation will prepare students for success in comparing numbers during the lesson.Application Problem: This application problem builds on the content of the previous lesson, requiring students to read and write multi-digit numbers in expanded, word, and unit forms. ................
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